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COPYRIGHT DSPOSm 

























CUZZORT-TRASK HEALTH SERIES 


HEALTH LESSONS 


BY 

BELVA CUZZORT, A.M. 

u 

IN COLLABORATION WITH 

JOHN W. TRASK, M.D 

SURGEON, UNITED STATES PUBLIC HEALTH SERVICE 


Rh l 


D. C. HEATH AND COMPANY 

BOSTON NEW YORK CHICAGO LONDON 
ATLANTA DALLAS SAN FRANCISCO 




Copyright, 1923 and 1928 
By D, C, Heath and Company 

2 j 8 


©CIA 403 

PRINTED IN U.S.A 


NOV -1 1928 


PREFACE 


The first part of this little book combines photographic 
illustrations and simple reading lessons. It ends with 
poems and rhymes. The photographs of the little boy 
show the play activities natural to a healthy child of 
six or seven years. They are of value in a health book 
for use in the early school grades because they appeal 
to the children and help them to gain unconsciously a 
good ideal of the body and its health. The poems of 
Robert Louis Stevenson need to be used as they would 
be if they were in a usual reader instead of a health 
reader. Indeed, each lesson in the health book should 
have in the teaching no other urging than that based 
on the child’s natural interest. Children who can read 
well will get the health ideas in the book by themselves. 
In using Health Lessons in this way, a good foundation 
is laid for training in health habits. This training should 
be continuous throughout the school year. 

A Teacher’s Edition of Health Lessons has been pre¬ 
pared to aid the teacher in her efforts to make good health 
practices habits of the child’s daily life. It also serves 
to guide her in cooperating with parents and physicians 
in taking corrective measures leading to a better physical 
development of the children and in protecting them from 
the dangers of disease. 

There should be in the school provision for healthy 
care of the children, who gain at this early age lasting 
impressions from what they do and see others do. They 
should be led happily to a growing interest in being 
healthy and strong, as children can be. 

iii 


AC KNOWLEDGM ENTS 


The author expresses thanks to Mr. and Mrs. Myron D. 
Smith of Washington, D. C., for permission to use photo¬ 
graphs of their son, Myron Patterson. Myron is six and a 
half years old. He is as full of life as a boy can be and has 
energy and strength. He has the best of health habits and his 
play is an inspiration. Happy, cheerful, and of rare good will, 
he is in the fullest sense a healthy child. 

The photographs were made by Mr. S. I. Market. 

Appreciation is also expressed for the illustrative drawings 
by Mrs. Lena Reese Williams of Kansas City, Missouri. 


CONTENTS 


LESSON PAGE 

I. How I Go from Place to Place .... 3 

II. What I Can Make my Body Do .... 5 

III. What I Can Make my Body Do .... 6 

IV. What I Can Make my Body Do ... 7 

V. Foods that Give me Rosy Cheeks ... 9 

VI. How Plants Grow . 11 

VII. How Animals Grow.12 

VIII. How I Grow .13 

IX. How I Get Strong .14 

X. How Often I Drink Water.15 

XI. Why I Breathe Through my Nose . . 17 

XII. How I Land when I Jump.18 

XIII. What I Can Make my Body Do .... 19 

XIV. Other Things I Can Make my Body Do 20 

XV. My Teeth .. 22 

XVI. My Teeth Grow.23 

XVII. Foods that Give Me Good Bones and Good 

Teeth .............. 24 

XVIII. Sleep.26 













POEMS AND RHYMES 


PAGE 

Good and Bad Children. Stevenson 27’ 

A Good Boy. Stevenson 28 

My Bed is a Boat. Stevenson 29 

A Happy Thought. Stevenson 29 

Wee Willie Winkle .30 

There was an Old Woman from France ... 30 

Work while you Work .32 

Bed in Summer . Stevenson 34 

The Cow . Stevenson 36 


vi 










HEALTH LESSONS 



Myron rolls. 



He walks on his hands and feet. 


2 























HEALTH LESSONS 


LESSON I 

How I Go from Place to Place 



I can go from place to place. 

I can walk on my hands and feet. 
Then I walk as most animals do. 

I can crawl on my hands and knees. 
I can crawl forward. 

I can crawl backward. 

I can roll. I can hop. 

3 







I can walk on my tip toes. 

I can jump from one place to another, 
as the rabbit and kangaroo do. 

But the best way I have of going from 
place to place is walking or run¬ 
ning on my two feet. 

When I stand tall and straight I can 
walk best. 

When I stand tall and straight I can 
run best. 


Myron climbs. See how straight he is. 


4 





LESSON II 

What I Can Make my Body Do 
I can lie down. 

I can lie with only my feet, hands, head 
and shoulders touching the floor. 

I can sit on the floor folded up and 
rock my body forward and back. 
I can sit straight. 


Myron holds 
himself straight 
wherever he 
sits. 



5 



LESSON III 

What I Can Make my Body Do 
I can balance my body standing on 
one foot. 

I can stand on one foot and stretch 
the other leg backward and my 
arms and trunk forward. 



Myron balances After he has sent 
himself without the ball into the 
knowing it when air he yet keeps 
he kicks the ball, his balance. 

6 












LESSON IV 

What I can Make my Body Do 
I can run keeping my head up and 
swinging my arms back and forth. 
I can walk and keep my body straight 
while I do it. 

I can play and keep my body straight. 


Myron is riding past the photographer. 
He is not thinking* about standing 
straight but he does stand so. 

7 




He rides 


a “ pole ” horse 




Myron keeps straight without know¬ 
ing it. It is now a habit. 


8 











LESSON V 

Foods that give me Rosy Cheeks 
Milk, eggs, good bread and butter, 
fruits, and vegetables will give me rosy 
cheeks and good weight. 

These foods help me to have good 
teeth and bones too. 


Vegetables. 

9 



They make me grow. 

They keep me ready for play. 

I should drink milk, or have soup, 
or cocoa, or custard or some food 
made with milk every day. 

I should use a pint of milk a day. 

Every day I should have some fruit, 
and vegetables, such as cabbage, lettuce, 
spinach, or onions. 

Every day I should have some 
oatmeal, potatoes, or rice, with bread 
and butter. 


The foods I need every day help me 
to have rosy cheeks and good weight. 



Courtesy of Children’s Bureau, U. S. Department of Labor 


Foods for Every Day 

io 




LESSON VI 
How Plants Grow 
Plants grow like children. 

This is how they grow. 

They find food in the earth about their 
roots. 

They find water to drink too. 

The rain washes them. 

The sunshine warms them. 

They breathe through little holes in 
their leaves. 

Fresh air is all around them. 

So little plants become big ones. 

They have food and drink. 

They have air and sunshine. 

I will plant some seeds. 

I will watch the little plants come up 
through the earth. 

I want my plants to grow well. 

They will grow well if they have air and 
sunshine and good food and drink. 


ii 


LESSON VII 

How Animals Grow 

Puppies, kittens, colts, and all young 
animals grow. 

This is how they do it. 

They have food. 

It gives them strength to run and play. 
They drink water. 

They get tired. Then they rest. 

They sleep. 

They may sleep outside with the night 
air all about them. 

They may have a roof to shelter them 
from rain. 

In winter they usually have a warm 
shelter. 

So they live, and so they grow. 

They have food. They run and play. 
They are in the sunshine. 

They sleep and rest. 

They have fresh air all about them. 


12 


LESSON VIII 
How I Grow 

I eat food and drink water. 

Foods give me strength to run and play. 
I run and play and get tired. 

Then I rest. I drink water. 

I breathe fresh air. 

I play in the sunshine. 

I go to bed early. 

I wear clothes that do not bind me. 

I keep my body clean. I am happy. 
That is how I grow. 



Myron rests. 




LESSON IX 

How I get Strong 

Milk, bread and butter, potatoes, oat¬ 
meal, rice, and eggs are foods that 
make me strong and ready for play 
and work. 

They do for my body what burning 
coal and wood does for an engine. 

They make it go. 

If I do not have enough of these foods, 
I get tired easily. 

Then I can not have fun at play. 

I do not like to be too tired. 



Courtesy U. S. Dept, of Agriculture 


Carrots. 


14 




LESSON X 

How Often I Drink Water. 

I drink water more often than I eat. 
I drink water more often than I drink 
milk. 

I drink water several times during a day. 
I get thirsty and that makes me want 
a drink. 



Myron drinks water often. 
He stops play to drink. 




I could not live without drinking 
water. 

Each day I should drink plenty of 
water. 

If I obey my thirst I will soon have 
the habit of drinking every day all 
the water I need. 

At home I have my own cup to drink 
from. 

Some schools have drinking fountains. 

It is pleasant to drink water from a foun¬ 
tain. 

I should not drink from another child’s 
cup. 

I should always drink from my own cup. 


16 


LESSON XI 

Why I Breathe Through my Nose 

Wherever I am I breathe. 

Sometimes the air has dust in it. 

Most air has a little dust in it. 

In my nose are little hairs. 

They make a brush that cleans the air 
I breathe. 

This keeps dust and dirt from getting 
into my body. 

1 breathe through my nose to clean the 
air. 

Too, the little rooms in my nose warm 
the air for my lungs. 

That helps me to keep well. 

That is another reason why I breathe 
through my nose. 

I keep my mouth closed when I breathe. 

See me take a deep breath. 

I let my breath go out through my nose. 


17 


LESSON XII 

How I Land when I Jump 

When I jump, I land on the balls of 
my feet with my knees bent. 

I do not land on my heels. 

To land on my heels would jar me. 

But when I walk, I step right out touch¬ 
ing my heels to the ground first. 

Up and down my back is a row of 
bones, one on the other, with pad¬ 
ding between. 

This row of bones is placed like spools 
one on the other with cotton between. 

Of course the bones are not spools, nor 
is the padding between them cotton. 

It is a long row of bones. 

The padding between these bones saves 
me from feeling a jar when I walk. 

But to keep from feeling a jar when 
I jump, I must land on the balls of 
my feet. 

18 



LESSON XIII 

What I Can Make my Body Do 
I can stand on tiptoe and reach my 
arms above my head and stretch and 
stretch until I feel very tall. 

I can stand and bend my body forward 
until my hands touch the floor. 


Even when Myron Myron has a 
stands on a ladder straight back, 
his body is straight. 


19 





LESSON XIV 

Other Things I can Make my Body Do 

I can bend my trunk very low and 
then turn it from side to side. 

I can do this and feel very limber as 
if I were a rag. 

I can do this and walk with my feet 
far apart. 

It makes me feel like an animal coming 
down a mountain side. 

I can make my body do more things 
than I can tell. 



Myron gets ready for a 
race as older boys do. 


20 



The picture below shows Myron chin¬ 
ning the bar. 

Boys like to do this. 

Most girls like to do it, too. 

Can you chin the bar three times? 
four times? 



One other thing Myron does. 


21 



LESSON XV 

My Teeth 

I have front teeth that cut. 

I have back teeth that grind. 

A horse also has front teeth that cut 
and back teeth that grind. 

A dog has teeth that tear. 

The dog’s front and back teeth are 
sharp pointed. 

I lose my first set of baby teeth and 
get a new set. 

The first four teeth of the new set come 
in when I am about six years old. 

My jaws grow and make room for new 
teeth. 

The new teeth form up above my gums. 

Then they come through. 

I should have the baby tooth pulled out 
as soon as a new tooth is about ready 
to come through. 

I shall have new teeth almost every year. 


22 



LESSON XVI 
My Teeth Grow 

My teeth and my bones grow. 

They get food from my blood. 

I should eat food that will make me 
have good teeth and strong bones. 

I exercise my teeth when I chew. 
That makes them grow. 


Courtesy U. b. .bureau of Home Economics 

Nice baby teeth will help these two little 
girls to have good second teeth. 


23 



LESSON XVII 


Foods That Give me Strong Bones and 
Good Teeth 

Milk has much lime in it. 

Lime helps me to have good bones 
and good teeth. 

Oatmeal, eggs, and most fruits, and vege¬ 
tables like carrots and lettuce have 
some lime in them. 

These help me to have good bones and 
good teeth. 

But milk has more lime than these 
foods. 

I will drink milk because I want to 
be strong and well. 


24 



Courtesy U. S. 


Dept, ol Agriculture 


Isn’t milk good? 


2S 











LESSON XVIII 

Sleep 



Courtesy of Children’s Bureau, U. S. Department of Labor. 

Mary has played all the forenoon and 
has had her lunch. 

Now she sleeps. 

See how straight she lies. 

Fresh air makes her sleep soundly. 

How do you know she breathes through 
her nose? 


26 















POEMS AND RHYMES 


Good and Bad Children 

Children, you are very little, 

And your bones are very brittle; 

If you would grow great and stately. 
You must try to walk sedately. 

You must still be bright and quiet, 

And content with simple diet; 

And remain, through all bewild’ring, 
Innocent and honest children. 

Happy hearts and happy faces, 

Happy play in grassy places — 

That was how, in ancient ages, 

Children grew to kings and sages. 

But the unkind and the unruly, 

And the sort who eat unduly, 

They must never hope for glory —- 
Theirs is quite a different story. 

— Robert Louis Stevenson. 
27 


A Good Boy 

I woke before the morning, I was happy all the day. 

I never said an ugly word, but smiled and stuck 
to play. 

And now at last the sun is going down behind 
the wood, 

And I am very happy, for I know that I’ve been 
good. 

My bed is waiting cool and fresh, with linen 
smooth and fair, 

And I must off to sleepsin-by, and not forget 
my prayer. 

I know that, till tomorrow when I see the sun 
arise. 

No ugly dream shall fright my mind, no ugly 
sight my eyes. 

But slumber hold me tightly till I waken in 
the dawn, 

And hear the thrushes singing in the lilacs round 
the lawn. 

— Robert Louis Stevenson. 


28 


My Bed is a Boat 

My bed is like a little boat; 

Nurse helps me in when I embark; 

She girds me in my sailor’s coat 
And starts me in the dark. 

At night, I go on board and say 
Good night to all my friends on shore; 

I shut my eyes and sail away 
And see and hear no more. 

And sometime things to bed I take, 

As prudent sailors have to do; 

Perhaps a slice of wedding cake, 

Perhaps a toy or two. 

At night across the dark we steer; 

But when the day returns at last, 

Safe in my room, beside the pier, 

I find my vessel fast. 

— Robert Louis Stevenson. 

A Happy Thought 

The world is so full of a number of things. 
I’m sure we should all be as happy as kings. 

— Robert Louis Stevenson. 
29 


Wee Willie Winkle 


Wee Willie Winkle 
Wanders through the town. 

Wee Willie Winkle 
In his night-gown. 

Tapping on the window, 

Calling through the lock, 

Children, children, go to bed 
My watch says eight o’clock. 

There was an Old Woman from France 

There was an old woman from France, 
Who taught grown-up people to dance, 
They were so stiff 
She sent them home in a sniff, 

That sprightly old woman from France. 

There was an old woman from France, 
Who taught little children to dance. 

They were so supple 

They bent themselves double, 

Which pleased the old woman from France. 


30 


Wee Willie Winkle. 


3i 



















































































Work While You Work 


Work while you work. 
And play while you play. 
That is the way 
To be happy and gay. 

All that you do. 

Do with your might. 
Things done by halves 
Are never done right. 

One thing at a time 
And that done well. 

Is a very good rule 
As many can tell. 

Moments are useless 
Trifled away. 

So work while you work 
And play while you play. 


3 2 



33 
















Bed in Summer 


In winter I get up at night, 

And dress by yellow candle light. 

In summer, quite the other way, 

I have to go to bed by day. 

1 have to go to bed and see 
The birds still hopping in the tree. 
And hear the grown-up people’s feet 
Still going past me in the street. 

And does it not seem strange to you, 
When all the sky is clear and blue, 
And I should like so much to play, 

To have to go to bed by day? 

— Robert Louis Stevenson, 


34 





Bed in Summer. 


35 




































































The Cow 


The friendly cow all red and white, 

I love with all my heart: 

She gives me cream with all her might, 
To eat with apple tart. 

She wanders lowing here and there, 

And yet she cannot stray, 

All in the pleasant open air, 

The pleasant light of day. 

And blown by all the winds that pass 
And wet with all the showers, 

She walks among the meadow grass 
And eats the meadow flowers. 

— Robert Louis Stevenson, 


3<$ 



The Friendly Cow and her Calf. 




37 
















HEALTH LESSONS 


AIDS FOR TEACHERS 


Copyright, 1924, 

By D. C. Heath and Company 

2 e 6 


PRINTED IN U.S.A. 


PREFACE TO TEACHER’S EDITION 


The health training program in the primary classes should 
give emphasis to training the children in health habits. In 
many ways the teacher takes the place of the mother in the 
protection of the child’s health. Frequently her greater 
knowledge of health laws and good hygienic and sanitary prac¬ 
tices enables her to do what has been neglected in the home. 
It is often her opportunity to advise with the parents, and in 
cooperating with them she effects indirectly health practices 
on the part of the child. 

The teacher is also an assistant in the medical care which 
by one means or another should be provided. A large per¬ 
centage of school children need corrective measures in the 
interest of their health and physical well-being. Teeth, eyes, 
ears, and throats have defects which should be attended to 
for the preservation of these important parts of the body, and 
for the general health of the child and his normal growth and 
development. Malnutrition is another condition of thousands 
of American school children, which teacher, parents, physician 
and patient should together correct. 

Both in the matter of directing young children in the prac¬ 
tice of essential health habits, and in carrying out the doctor’s 
advice as to medical care, the primary teacher has important 
work to do. School doctors and nurses make the accomplish¬ 
ment of this work possible. But in any case, there is always 
need for the cooperation and help of the teacher. 

However, this is not all of health training. If the school 
children of the country had bodies sound and strong and were 
without physical blemishes, there would yet be occasion for 
health education. Even if it were assured that all of them 
would keep in perfect health until a ripe old age, there would 
still be reason for a health education program in the schools. 

iii 


The importance of making the “if” propositions is to bring 
out the fact that there are fundamentals in the study of the 
living human body of value in themselves. These are basic, 
whatever the problems in health training are. They are the 
starting-place when the objective is to substitute good health 
habits for the bad ones the child has learned. They form the 
background of interest when the goal is that of changing poor 
or mediocre physical development among the children into 
normal or optimum physical development. Health education is 
a subject filled with values for healthy, happy children. In 
cases where the child’s health is not as it should be, when he 
has not grown and developed physically as he should, these 
values become stimuli spurring him to the effort needed. 

Health Lessons deals with the health subject after the manner 
of its natural appeal to children. It aims to arouse the child s 
interest. 

The small child has an interest in his body and its activities 
very much as a frog would have in its splendi^l jumps, or a 
bird in its flight through the air, if these nature-creatures were 
given a brain that made them aware of their performances. 
A child has a brain, and he talks about and observes his doings 
as a nature-study interest. Health Lessons is based on the 
instincts that children from six to seven years normally follow. 
Body activity for its own sake and control in large, whole-body 
movements are characteristic. 

The photographic illustrations show posture, and the value 
of proper care of health. Incidentally they show body beauty. 
Myron’s control of his body and his posture are marks of 
physical beauty. 

In the preparation of outlines on folk dances and music 
appreciation, the authors express thanks to Miss Clara 
Burrough, in charge of Music Appreciation, Public Schools, 
District of Columbia, for her cooperation and assistance. 


IV 


TRAINING THE CHILD IN 
HEALTH HABITS 


The practice of recent years in health teaching in the 
schools has demonstrated that much improvement in 
the child’s health can be attained by his own effort when 
this is intelligently guided. 

The teacher should be familiar with the status of the 
child’s physical condition. Where there is medical super¬ 
vision in the school, she should know what is on the medi¬ 
cal inspection cards and what the health rating of the 
individual child is. She should observe whether or not the 
children are cheerful or depressed, easily irritated or keep 
in good temper, and happy or listless at their work and 
play. 

She may, if there is neither doctor nor nurse, observe 
or test for such physical defects as it is possible for her 
to detect — decayed teeth, badly shaped teeth, loss of 
six-year-old molars, defects of eyes as indicated by a 
test of vision, defects of hearing, mouth breathing, and 
underweight. As regards all these matters she should 
cooperate with parents, school health authorities, and 
other dependable health agencies. 

This knowledge of the actual health status of a child 
will stir her to greater zeal in training the children in 
good health practices. It will guide her in making her 
health work practical and effective. But the real in¬ 
spiration and basis of her program of health education 
should spring from her desire to see children gloriously 
well — and from her habit of being so herself. If she 


is so fortunate as to possess health in spirit and body, 
and in addition understands that the child is interested 
in the health subject as a nature study, she can hardly fail 
to go surprisingly far in the right direction in her endeavor. 


References 
For the Teacher 

The following Government Bulletins — 5 cents each. Address, Super¬ 
intendent of Documents, Government Printing Office, Washington, D.C. 
Further Steps in Teaching Health. 

What Every Teacher Should Know about the Physical Condition of her 
Pupils. 

The Lunch Hour at School. 

Child Health Program for Parent-Teacher Associations and Women’s 
Clubs. 

Teaching Health. 

Diet for the Child. 

Summer School and Play School. 

The Hygiene of the School Child — Terman. Macmillan Company. 

Health in Play —American Child Health Association, Penn. Terminal Building, 
New York City. 15 cents. 


For the Children 

Child’s Book of Teeth — Ferguson. World Book Company, Yonkers, N.Y. 
Rosy Cheeks and Strong Heart — A fairy story. American Child Health 
Association, Penn. Terminal Building, New York City. 30 cents. 

Child’s Health Alphabet. Ibid. 10 cents. 

The Little Vegetable Man. Ibid. 10 cents. 

Happy’s Vanity Case. Ibid. 5 cents. 

The House the Children Built. Ibid. 10 cents. 

The Magic Oat Field. Ibid. 10 cents. 

Jack O’Health and Peg O’Joy — B. S. Herber. Scribner’s, New York. 

Rose , Mary , Gordon , Geraldine. Columbia University Press, New York. 

The Child’s Day. Columbia University Press, New York. 

Well Baby Primer. Elizabeth McCormick Memorial Fund, Chicago, Ill. 
15 cents. 


2 


Illustrative Lessons and Suggestions on Training Children 
in Good Habits of Sleep 

(Ch. i, Ch. 2, Ch. 3, etc., are for different children) 

Teacher: Are any children sleepy? 

(Two children hold up their hands.) 

Tr.: Is there any place here where these two children can 
lie down and take a nap? 

Ch. i: No, there is no place except the desk. I lay my head 
on my desk and sometimes I go to sleep. 

Tr.: Are any other children ever sleepy at school? 

(Several children hold up their hands.) 

Ch. 2: We might rest our heads on the desk and sleep. 

Ch. i: That is not comfortable. 

Ch. j: There’s too much noise. 

Ch. 4: Teacher, I am never sleepy at school. 

Ch. (several): I am not, either. 

Tr.: What shall we do? Some are sleepy, and some are not. 
Ch. 5: When you have us play a game, I wake up. 

Ch. 6: I do, too. The air comes in and awakes me. 

Ch. J: I go to sleep when the victrola is played. 

Ch. 8: Then you don’t hear the music. I do not want to 
sleep then. 

Ch. 9: I get sleepy and go to sleep no matter what happens. 
Ch. 10: I am sleepy when I get up in the morning. 

Tr.: Since we have no suitable place to sleep at school, we 
would be happier if we were wide awake. Do you not think so? 
Ch. (all): We would. 

Tr.: Do you know how we can be wide awake? 

Ch. (all): We can play more often and not sit still so long. 
Tr.: That is very good. 

Ch. 2: We can run around the schoolhouse when we are 
sleepy. 


3 


Tr.: Very well, when we are ready to play we can do that. 

Ch. 4: We can go to bed earlier. 

Tr.: That would keep most of you from being sleepy in 
the daytime, wouldn’t it? 

Ch. (several): Yes, that is best. 

Ch. 5: We can get up later. 

Ch. 6 : No, we cannot. We must come to school. 

Tr.: Let us see what our bedtime is. I shall write your 
names and you can tell me at what time you go to bed. 

(Teacher writes on blackboard) 

Ch. 1: I won’t go until late tonight, because it’s my night 
at the movies. 

Tr.: At what time do you usually go to bed? 

Ch. 1: I go about seven o’clock. 

Ch. 2: I go to bed at eight, but not every night. 

Ch. 3: I a* 1 in bed by seven o’clock in winter nearly every 
night. 

Ch. 4: We stay up until nine or ten o’clock, and I go to 
bed about nine o’clock. 

Ch. 5: I go to bed at half past seven every night. 

Ch. 6 : I do, too, except on Saturday night. 

Ch. 7: I go to bed at nine o’clock. 

Ch. 8 : I go to bed early. I guess it’s never later than eight 
o’clock. 

Ch. 9: I am in bed by nine o’clock every night. 

Ch. 10: I go to bed at ten o’clock. 

The teacher talks with the children about their sleep. 
If the book is in the library, she reads to them parts of 
“ Rosy Cheeks and Strong Heart.” She talks with them 
about their dreams, and what they think about before 
going to sleep. She gains their confidence, and they tell 
her. They read, or she reads to them, Stevenson’s poems, 
“My Bed is a Boat” and “A Good Boy.” They talk 

4 


further about their thoughts at bedtime — why they want 
to stay up and play. During the week one member of 
the class did not get to bed until after ten o’clock. They 
decide to try for the best habits of sleep they can have. 
They talk about the sleep of animals, how they quit 
their activity at evening and prepare for a night’s rest. 

Weeks later they are still trying to make their habits of 
sleep as perfect as they can be. Not all can learn good 
habits at once. They demonstrate how to get ready for 
bed and how to care for the clothes taken off, by putting 
a doll to bed. They see that the doll’s head is uncovered, 
and that a window is opened to let in fresh air. 

Stevenson’s poems are included in Health Lessons be¬ 
cause of the understanding of child life and sympathy with 
the interests of children which they express. n 

Help children to have proper sleep , and take an interest 
in what is associated with their bedtime and early morning 
thoughts. 

In the preparation of a child health program for the 
instruction of parents, the subject of sleep should have 
proper consideration, placing emphasis on the importance 
of quiet, selection of bedtime stories, the relation of the 
radio and phonograph programs to the child’s sleep and 
the sanitation and hygiene bearing on the right of growing 
children to proper conditions for sleep. 


5 


A Nature Lesson on Rest and Sleep 

Teacher: John has a dog at home. What does his dog do 
when the day is over? 

John: He goes to his bed. He is a watchdog. When 
strange noises wake him, he barks. 

Tr.: Does he bark long? 

John: He barks until he finds what the noise is or until he 
does not want to bark at it. 

Tr.: What does he do then? 

John: He goes to sleep, I guess. He sleeps in the daytime, 
too, but he wakes up easily. He does not sleep sound, as I do. 

Ch. i: We have a dog. He sleeps when all kinds of noises 

are made. 

Tr.: Not all dogs are alike. John’s dog sleeps as most ol 
the wild animals in the forest sleep. They must always be 
ready to run or fight if danger comes. These animals must 
have sleep. They take it even though danger may come. 

Ch. 2: Do all animals sleep at night ? 

Tr.: No. The lion and tiger hunt for their prey at night. 
They sleep most in the daytime. They will sleep at any time 
when they are not hungry and are not looking for food. 

Ch. 3: Do birds sleep? 

Ch. 4: Yes, they go to their nests at night. 

Tr.: Most birds sleep comfortably all night long. Some 
birds sleep in the daytime. Do you know such a bird ? 

Ch. 5: The owl sleeps during the day. 

Ch. 6: The squirrel goes to its home at night. 

Tr.: Yes, it has a safe place, and after its busy day, it 
probably sleeps all night without waking. 

Ch. 7: The ground hog sleeps all winter. 

Tr.: It goes into its hole and stays there. In the north, 
where winters are cold, the woodchuck does the same thing. 

6 


Many bears go to their hiding-places and do not come out all 
winter. But these creatures are not really sleeping. They 
breathe only a very little. They seem to be dead. Yet when 
spring comes, they come out from their hiding places. 

Ch. 4: Animals have to have sleep and rest. 

TV.; Yes, they are like boys and girls. They must have 
sleep and rest. Boys and girls do their growing while they 
sleep. I suspect the young animals do also. Anyway, it is 
very bad for children not to have all the good sleep they need. 
Birds do not fly about at night. If they did, they would prob¬ 
ably not sing so happily in the early morning. Have you 
noticed how rested and contented a cat looks after its map? 
How many have a cat at home? If you take good care of it, 
it will be contented. Will some one bring such a cat to school? 

Ch. 7: I will. 

TV.; Very well, we will promise to be quiet and not excite 
the cat. Perhaps by watching it we shall learn more about 
what sleep and rest do for us. 

Ch. 8: Then may I bring my cat? 

Tr.: Yes, if your cat is well cared for and is a contented, 
healthy cat. 


References 

The following Government bulletins. Prices quoted. Address, Superinten¬ 
dent of Documents, Government Printing Office, Washington, D.C. 

Sleep — Health Education Series. 5 cents. 

Is Your Child Ready for School? 10 cents. 

Child Management. 5 cents. 

Habit Clinics for Child of Pre-school Age. 10 cents. 


* 


7 


Illustrative Lessons and Suggestions on Training Children 
in Proper Food Habits. 

Teacher: Harry, what boy or girl in your class can pull 
you most easily in a wagon ? 

(All are interested; he selects Howard). 

Tr.: Now, Harry, select a slender boy or girl. 

(All are again interested; he selects James.) 

Ch. i: But James is taller than any of the rest. 

Tr.: Select someone who isn’t tall. 

(He selects Jane. There is conversation among the children, as they agree 
that the three named are good at play and seem strong.) 

Tr.: Look in your books at the photographs of Myron. 
How many of you think you can play as hard as he? (Several 
do.) Just before he had the pictures made he had played over 
a stretch of the city more than half a mile long and a mile 
wide. When he was with the photographer he did things so 
fast that the picture man could not use his camera quickly 
enough. The last picture made during that afternoon was the 
one in which he is riding a pole for a horse. Find it. Does he 
look tired ? 

Ch. i: He looks like a steam engine full of steam. 

Tr.: Look at the picture where he has kicked the balk 
Was it a strong kick? 

Ch. (several): See, the ball went high. 

Tr.: Every child who plays hard needs to be like a steam 
engine full of steam. 

Ch. 2: Teacher, let us see if we can kick a ball that way. 

Tr.: You may try at playtime. 

Ch. 3 (joyfully): Won’t that be fun! 

Tr.: Do you know what will make you like the engine full 
of steam? 

James: The way we sleep. 


8 


TV.: That helps. 

Ch. 4: It’s what we eat. 

Ch. (several): Of course that is it, isn’t it? 

TV.: That has much to do with it. Would you like to find 
how much you do in your play? 

During the next few days they find how much they 
run and move about during a day. The teacher watches 
them and those less strong are kept from doing too much. 
To them she says, “After you weigh more, and have 
more energy, you can play harder.” They try to see if 
they can stand tall and straight without growing tired. 
The teacher learns that several have been doing more in a 
day than they have strength for. She tells them that it is 
foolish to try to do more than they should, that one 
steam engine with a little steam must not try to do what 
another steam engine with a lot of steam can do. 

At another time they make a study of the foods they 
eat and of their food habits. 

The teacher prepares a card for each child. The card 
should have such items as these: 


Use of Milk . 

Use of Coffee or Tea .. . 

The Usual Breakfast ... 

Habit of Eating between Meals .. 

Child a Fast or Slow Eater . 

What Foods are npt Eaten Regularly? . 

What Foods are Eaten in Excessive Quantities? . 

Before filling out this card, teacher and child talk 
freely, and she obtains enough information to make a 
fairly complete record. One card filled out is as follows: 

9 









Use of Milk — On cereafs, in cocoa or soups, some milk every day, 
about § of a pint. 

Use of Coffee or Tea — None. 

The Usual breakfast — Toast, jam, butter, oatmeal, and milk — a 
hearty amount eaten. 

Habit of Eating between Meals — Yes, rather often, usually sand¬ 
wiches — seldom any candy or cake. 

Child a Fast or Slow Eater — Fast, though not greedy. 

What Foods are not Eaten Regularly? — Fresh vegetables. 

What Foods are Eaten in Excessive Quantities? — A little over¬ 
eating at supper; too much meat. 


When the card is filled, the teacher says to the boy, 
“Try using more milk and less meat. Would you like 
to try that for two weeks? See, also, if you can have 
more of such foods as tomatoes, cabbage, and turnips.” 

The purpose is to find who is eating enough of energy 
foods and not to look after everything that is important 
in feeding the body. That will come later. 

In the talks with individual children the teacher learns 
more from some than from others. These conversations 
should be free and easy. The desired information will be 
obtained gradually. 

When all records are made and the class meets again, 
the teacher tells such facts as these: 

“John eats each day the food he needs to give the 
body energy and make it move. May gives her body food 
for energy at one meal and at another meal she eats 
things just because she likes them. We know what good 
sleep does for us. Do you want to feed your bodies well, 
also?” 

The next step is to have the children become ac¬ 
quainted with foods proper for them to eat. Some of 
these are: 


io 


Good toasted bread 
Hot cocoa 

Well cooked oatmeal, with milk and sugar 
Baked potatoes 
Creamed carroty 
Spinach 

Cabbage, turnips, or other such vegetables, well cooked 
Good vegetable soups 
Stewed prunes 

If there is a hot school lunch, some of these dishes can 
be served at school. Otherwise this part of the work 
must be done through the home. 

Simple foods, properly cooked, should be given the 
child. Otherwise he cannot form the best food habits. 

In cooperation with the parents and children, work for 
a goal in health habits for each child as follows: 

Drink as much milk as possible, but no coffee or tea. 
Eat some vegetables or fruit every day. 

Work for health habits such as: 

Eating slowly enough to chew the food. 

Washing hands before each meal. 

Resting after a hearty meal. 

Eating enough, but not over-eating. 

Eating candy or cake only at the end of a meal. 
Wasting no money on mere trash. 


II 


A Temporary Record Card for Health Habits 

Until the medical inspection service of a school is well 
enough established to have its forms of health records for every 
child, the teacher and children should make record cards. 
The items on the cards should increase as the children gain 
new health habits. The following is a type of class record 
card showing health habits: — 

Health Habit 
Class i-A 


The Good Column 


Number of children having good habits 


Good sleep 
Good food habits 
Good care of teeth 
Good care of hair 
Good habits of play 
Good, habits of rest 
Good posture in standing 
Good posture in sitting 
Good weight 

Good , clean care of body 


Individual children will ask if they are included in the 
number of children listed. Those making no effort are simply 
left out. Fill out a fresh card from time to time and show the 
progress made. 


12 









Illustrative Lessons and Suggestions on Training 
Children in Good Posture 

Give the child a sense of good posture. Work with individual 
children until they know just what they do when they stand 
erect. 

When children and teacher can see the results of the posture 
training in the walking, skipping, leaping, and running, there 
is progress. The photographs of Myron in Health Lessons are 
an inspiration in posture training. 

The story plays given on pages 20 and 21 are helpful. 
Bancroft’s Posture of School Children should be in the school 
library. Chapter X in Health and Health Practices , Cuzzort- 
Trask Health Series, gives information on posture that a 
teacher should know. In the final pages of the same book are 
photographic illustrations under the title, “Exercises for the 
Free Body.” These are not of direct value in the physical 
training of small children, but give the teacher a good vision. 

The posture training for small children should not include 
formal and regular setting-up drills. Group exercises in march¬ 
ing and in the story plays referred to above are good. The 
teacher should constantly watch for the physical causes where 
the posture is not right. An undernourished child may not 
have the strength to keep the body straight. Fatigue may 
cause bad posture. When such conditions exist, they should 
be corrected. From incorrect posture to the habit of good 
posture the way may be long or short. The teacher should 
discern in the individual cases whether the cause is merely 
carelessness, or, whether physical weakness or defect inducing 
bad posture exists. Physical handicaps of this kind should 
be corrected. Until they are, good posture cannot become 
habit. 


13 


A Lesson with Exercises 


Teacher: Come to this clear space. Take your usual places. 
Keep apart, so that you will have plenty of room. That is 
good. John is wearing a big sweater today. His coat was 
too tight. Mary has comfortable shoes, too. 

Ch. i: See, I have loose clothes. They do not bind me. 
Watch me squirm about in my clothes. 

(Several children show that their clothes do not bind them. The teacher 
approves.) 

Tr.: Imagine your body, excepting your legs, limp like a 
rag. Let the rag part of it fall over until the head and arms 
almost touch the floor. See, James is already so. See how 
like rags his arms are, see how his body moves from side to 
side as he walks. We can all do that. The wind blows us 
away to the left side. Then it blows away to the other side. 
Now it gets inside the rag and we come up slowly. How good 
to be tall again. Flit about as if you were light as a rag. Now 
comes the wind and down you go. Now it is going away and 
you come up. Let your weight go over the balls of your feet 
as you stand tall and straight. Keep your shoulders out of 
your way just as if you had none. There, that is good. Walk. 
See if your weight is over the balls of your feet. That is 
good. Rest. 

How well May carries her head. Imagine a tiny thread of a 
spider’s web hanging from the ceiling and fastened to the 
middle, not front part of her head. See, May, it pulls you taller 
and taller. Do you not feel tall? It holds your chin in. Your 
neck is straight up and down in the back. Turn your head 
from side to side. Run in short steps while the thread of 
spider’s web holds you. 

Let us each imagine a thread of spider’s web is holding our 
head just as May does. That is good, Howard. That is 


right, Jane. Take hold of the thread and pull on it straight up 
from your head. See how tall you feel. Always keep the 
thread pulling from the right place. Then your head will be 
held correctly. 

Now while our heads are up and our bodies so light, let us 
dance in a circle. What shall we play? 

Several children: “Looby Loo” 

All sing: 

Oh, here we go, looby loo, 

And here we go looby light, etc., 

(See page 35) 

After this play, let most of the children rest, while three 
who have good posture trip and skip along holding hands. 
Have phonograph records (see page 33) or let the other chil¬ 
dren hum the music. 

At another time give a more quiet training for posture. 
Have the children rest their weight on one foot, and then 
change to the other foot. As they do this, they should let the 
weight of the body rest on the ball of the foot. One foot becomes 
free as the other holds the body’s weight. It is simply the 
walking movement done slowly. The exercise leads to a 
game to see who can walk the slowest. 

At another period combine the walking with the exercise in 
holding the head as described above. When there has been 
enough practice, select certain children to march, and see how 
much of the training carries over. What the children master 
they should be responsible for making into habit. 


IS 


The Child’s Control of his Body 


The goal of good health with the child, as with the adult, 
is to enable him to live his day normally. The child six or 
seven years of age is perfecting the control of his body in 
large motor activities, such as walking, running, and climbing. 
Much of his play satisfies his need for perfecting this kind of 
body control. It should be a part of the health program in 
the school to see (i) that the child is kept well and has the 
energy for normal activity, and (2) that he actually has this 
activity. Thus the health program is a double one all the 
while. Each day the child plays, and each day he eats, sleeps, 
and otherwise cares for his body. In this book the suggestions 
on health habits and on activity are given separately. This 
is for clearness. The teacher should use both week by week. 

A teacher should know how the child controls his body at 
his play. She should observe what his day as to play and 
physical activity is like. The following outline naming natural 
activities and interests and the play that provides for them 
may help the teacher to a better understanding of the child’s 
control of his body. She should be able to guide him intelli¬ 
gently in his activities as in other health care. 


Natural Activity 
or Interest 


Free 

Motor 

Activity 


Walking 

Running 

Climbing 

Jumping 


Play that provides 
for the same 

Chasing games, as the circle 
and the “It” games. Usu¬ 
ally necessary to play 
these games with the older 
children — 9 to 10 years old 
— otherwise the game 
breaks up easily. Jumping 
the rope — individual or 
long rope. Play on lad¬ 
ders, boxes, and chairs. 

l6 


Description of 
the Exercise 
The large muscles have 
activity that satisfy 
them. The movements 
are not smooth. There 
is quick changing from 
one kind of activity to 
another as the im¬ 
pulses of the child 
direct. 


Natural Activity 
or interest 

Other large motor ac¬ 
tivities, as in skipping, 
running, throwing, and 
playing with children’s 
wagons and sleds. 


Activity less vigorous. 
Large movements of 
the arms, as in play 
with blocks, floor toys, 
play on a sand pile, 
and so on. 


Quiet activity, as in 
cutting, pasting, and 
drawing. 


Use of the special 
senses. Collecting and 
hoarding. 


Play that provides 
for the same 

Simple singing games. 
Simple folk dances. Play¬ 
ing on teeter boards and 
slides and with wagons and 
large medicine balls. Some 
group play. 


Building houses and rail¬ 
road tracks, using blocks 
and large pegs, keeping 
store, playing at washing, 
ironing and other home 
play, dipping sand, paint¬ 
ing a child’s wagon or other 
toy, using carpentry tools. 


Cutting out illustrations 
from magazines, drawing 
and painting leaves, flow¬ 
ers and birds. Playing 
guessing games with a 
group of children. 


Games in guessing who has 
spoken, and other ear-train¬ 
ing play. Guessing games 
through the sense of touch. 
Play with flowers, leaves, 
and objects of all kinds that 
give experience to the 
special senses. Collecting 
leaves and making a book¬ 
let, collecting illustrations 
from magazines and news¬ 
papers and pasting in a 


Description of 
the Exercise 

Good neuro-muscular 
training. Exercise in 
controlling the body in 
using the big muscles. 
Skill in ball throwing 
gained. Motor coor¬ 
dination improved. 

Motor coordination in 
arm movements. Coor¬ 
dination of eye and 
muscle. Mind exer¬ 
cised in judging the 
way to do things. 


Handwork gives exer¬ 
cise in coordination of 
smaller muscles. Good 
neuro-muscular train¬ 
ing. Satisfies the con¬ 
structive instinct. 
Guessing games give 
fun. 

Training the senses. 


17 


Natural Activity 
or interest 

Play that provides 
for the same 

book. Where good access 
to nature is possible, letting 
children make collections of 
seeds, pebbles, and other 
things that interest them. 

Description of 
the Exercise 

Activity giving vari¬ 
ous kinds of bodily 
movement, as in imi¬ 
tating adult activities, 
and in caring for plants 
and animals. 

Building a playhouse, caring 
for a doll, caring for a pet, 
making a small garden, car¬ 
ing for a pot plant, playing 
house, being firemen, auto¬ 
mobile driver, motorman, 
conductor, housekeeper. 

Exercise may or may 
not be vigorous. The 
body is active doing 
all kinds of things, and 
doing them with 
enough purpose to 
cause persistency and 
effort to gain accurate 
motion. 

Rest with recreation. 

Listening to stories told, to 
stories read, watching other 
children dramatize a play. 
Listening to music, watch¬ 
ing a performer do things. 

Body relaxation, ex¬ 
cept when the recrea¬ 
tion is too exciting. 
Body relaxing after a 
good laugh. 


References 



The following Government bulletins. Prices quoted. Address, Superinten¬ 
dent of Documents, Government Printing Office, Washington, D.C. 

Play and Recreation — Outlines for Study, io cents. 

Posture Exercises. 15 cents. 

School Hygiene and Physical Education. 5 cents. 


18 


PLAYS AND GAMES 


Games are given below in classified lists. The smallest 
number of players required to make the game interesting is 
given in order that rural teachers may have that information 
with the title of the game. That a game may be played by a 
small number of children does not mean that it is best suited 
to a few players. The games for small children are not real 
team games. Their group play is usually of such a nature as 
to include few or many players. Some of it is simply individual 
play given a social setting. The games for Grades I and II 
are not given separately as they are in many courses of study 
in use at the present time, but the first games of a list are 
those best suited to children less experienced in such play, 
which would ordinarily mean Grade I, and the last games of a 
list are for the more developed children. 

References. — Gaines for Home , Playground , Gymnasium and School —* 
Bancroft. Macmillan. 

Education by Plays and Games — Johnson. Ginn. 

Games and Dances — Stecher. McVey. 

Organized Games for Playground — Wood. Macmillan. 

Graded Games for Rural Schools — Ross. Barnes. 

The Playground Book — Sperling. Barnes. 


19 


Story Plays 


The child does the equivalent of setting-up drills in story 
plays such as are described below. His movements in them 
are natural. 

See Saw 

Child Shooting Bow and Arrow 

Child Spinning as a Top 

Child as a Flower Swaying in Strong Wind 

Child Carrying his Head as a King 

Child Pushing a Swing 

A Seal Waking Up 

Child as a Tall Pine Tree 

References. — Rhythmic Plays in 

New Jersey State Course of Study in Physical Training , 

New York State Course of Study in Physical Training. 

Physical Training for the Elementary School. Lydia E. Clark. 

City courses of study in physical training, as for example: 

Montclair, N. J., and Minneapolis, Minn. 


Description of Story Plays Selected from the List above 

Child as a Seal Waking Up. —The children should act 
this story play at home, where they can act it lying flat on 
their stomachs. They may then act it at their seats at 
school, with chest and head resting on the desk. The story 
runs: 

The seal has been asleep a long, long time. He feels the 
warm sunshine. The long weeks of darkness have passed. 
How wonderful to feel the sun and have daylight again. He 
lifts his head and stretches forward his neck, then drops it again. 
Then the sunshine begins to reach down into his back. It 
lets him stretch neck and back together. He looks over to 
the horizon in the east, and then all across the sky down to 


20 


the horizon in the west. How his neck and back stretch as 
he does this. He rests. As he grows warmer he stretches and 
lifts his head to see again. 

Child as a Tall Pine Tree. — In this exercise the child 
makes a long stretch that runs through the whole body. The 
hands join over the head and stretch upward making a point. 

Child Carrying his Head as a King. — Play that a tiny 
but strong cobweb hangs from the ceiling and holds the 
top of the head, so that chin is in and the back of the neck 
straight. Run about the room while the cobweb holds the 
head so. 

See Saw. — Child imagines that he stands astride a see-saw 
board; sits on board. It is over a little ditch. Child goes 
way down, holding to the board and bending the knees deep. 
Child repeats, this time he holds to a rope that serves as a 
bridle rein, and goes down without bending trunk forward. 

Child Shooting Bow and Arrow. — Feet wide apart. 
One arm grasping upper part of bow. Other stretched far 
out. Back is flat and straight, so that a strong pull can be made. 

Child Spinning as a Top. — Child stretches his feet, rises 
on tiptoe. Does this again and again to get ready to spin. 
Then, with arms outstretched, he whirls his body around once 
or several times. 

Child as a Flower Swaying in Strong Wind. — Bend 
the trunk at the waist. Sway it from side to side. 

Child Pushing a Swing. — Child stands, one foot forward. 
As the swing returns, he takes it, pulls it up as high as he can, 
stepping back as he does so, then sends the swing forward 
with all his might. This may be repeated rhythmically, as 
pulling swing up, stepping backward, weight of body balancing 
over the heels, then giving swing a push from the shoulders, 
weight of body balancing over the toes. 


21 


Relay Races and Contests 


The following easy games are greatly enjoyed. They re¬ 
quire some help from the teacher or an older child in arranging 
the players. A watchful teacher will see which children are 
easily alert, and how fully children who are usually backward 
enter into this play. 

Circle Seat Relay— io or more players. 

Jack be Nimble — 3 players, but better if there are several 
more. 

Huntsman — 8 or more players. 

Crossing the Brook — 1 or 2 players, better to have several. 

Hand over Head Bean Bag Race — 2 or more players. 

Circle Seat Relay 1 (io to 60 Players).—This game 
starts with the players all seated, and with an even number in 
each row. At a signal, the last player in each row runs forward 
on the right-hand side of his seat, runs around the front desk, 
and returns on the left-hand side of his own row. As soon as 
he is seated, he touches the player next in front on the shoulder, 
which is a signal for this one to start. He runs in the same way. 
This is continued until the last player, which in this case is 
the one sitting in the front seat, has circled his desk and seated 
himself with hand upraised. The line wins whose front player 
first does this. This is one of the best running games for the 
schoolroom. As in all such games, seated pupils should strictly 
observe the rule of keeping their feet out of the aisles and under 
the desks. Players must observe strictly the rule of running 
first on the right-hand side and back in the next aisle, else 
there will be collisions. 

1 Bancroft’s Games for Home , Gymnasium , Playground , and School. 
Macmillan Co. 


22 


Huntsman. 1 — Choose a leader and have this leader march 
about in any way he chooses, having all the players fall in 
line behind him and march as he does. When the leader sees 
that all are in line and away from their seats, he calls “Bang,” 
when all scamper for their own seats. The first one to be 
seated in his own seat can be leader next time. Each leader 
starts the game by saying, “Who would like to go with me to 
hunt ducks?” (or bears, rabbits, foxes, etc.). 

Crossing the Brook Spaces. 1 —Draw two lines on the floor 
for the banks of the brook. The spaces between the lines 
should be wider at one end than at the other. If there are 
many players, make two or more such spaces. The players 
form in lin£ and take a running jump across the brook. Those 
who step in the brook must drop out of line to dry their feet. 
Those who are successful in the jump continue around the 
course and jump again. Have them try to jump at a wider place 
than at first. The standing jump may be used also. 

Hand over Head Bean Bag. — Children are all seated, 
there being the same number in each row of seats. On each 
front desk is a bean bag. At a signal the first player in 
each row lifts the bean bag over his head and drops it 
into the hands of the player behind him. The next player 
passes it backward in a similar manner. When the last pupil 
receives it, he runs forward at once to the front of the line. 
As soon as he reaches the front desk, the entire row of players 
moves backward one seat, and the player who ran forward 
takes the front seat, immediately passing the bag backward to 
the player behind him. The game thus continues until the 
original occupant of the front seat has again returned to it. 
As soon as he is seated he should hold the bean bag up with out¬ 
stretched arm as a signal that his row has finished. The row 
wins whose leader first does this. 

Jack be Nimble (io to 60 players). —This game is suitable 
for very little children. Some small object about six or eight 

1 Course in Physical Training for Grades I to FI, New Jersey. 

23 


inches high is placed upright on the floor to represent a candle¬ 
stick. This may be a small box, a book, bottle, or anything 
that will stand upright; or a cornucopia of paper may be 
made to answer the purpose. The players run in single file 
and jump with both feet at once over the candlestick, while 
all repeat the old rhyme: 

“Jack, be nimble, 

Jack, be quick, 

And Jack, jump over the candlestick.” 

When there are more than ten players, it is advisable to have 
several candlesticks and several files running at once. In the 
schoolroom there should be a candlestick for each two rows of 
players, and these should encircle one row of seats as they run. 1 

Magic Music 2 (Schoolroom. 5 or more players). — Some 
article is hidden when the pupil is out of the room. Re-entering 
the room he searches for it, being guided by music which be¬ 
comes softer as he recedes from the article and louder as he 
approaches it. Organ, piano, or other instrument may be 
used; or the pupils may sing a song. As a variation it may 
be stipulated that the article is to be found before the tune has 
been played a certain number of times, or before the song 
has been sung through. 

1 Bancroft’s Games for Home, Playground, Gymnasium, and School. 

2 From “Plays and Games in School,” State Department of Education, 
Wisconsin. 


24 


Chasing or “ It ” Games 

Simple, easily learned. Social setting for running. A racial 
instinct satisfied. 

Cat and Mice — 1 12 or more players. 

Cat and Rat —12 or more players. 

Shadow Tag — 5 or more players. 

Good morning— 10 or more players. 

Puss in the Circle — 10 to 30 players. 

The Blind Catcher. 

Pussy Wants a Corner — 5 or more players. 

Hound and Rabbit. 

Hide and Seek — 2 or more players. 

My Lady’s Toilet — 6 or more players. 

Schoolroom Tag — 6 or more players; (better for several 
players). 

New York — 4 or more players. 

French Blind Man’s BuflF— 10 or more players. 

Drop the Handkerchief— 10 to 30 or more players. 

Puss in the Circle (10 to 30 or more players). —A large 
circle is marked on the ground or floor. One player, who is 
Puss, stands in the center of this circle; the other players 
stand outside of the circle surrounding it. These players may 
be tagged by Puss whenever they have a foot inside of the 
circle. They will make opportunity for this by stepping in 
and out of the circle, teasing Puss in every possible way to 
tag them. Anyone whom Puss touches becomes a prisoner and 
is another Puss and joins the first Puss in the circle to help 
tag the others. The last one tagged is the winner of the game. 

Drop the Handkerchief (10 to 30 or more players). — 
All of the players but one stand in a circle. The odd player 
runs around on the outside of the circle, carrying a handker- 


25 


chief, which he drops behind one of the circle players. The 
main idea of the game is to drop the handkerchief so that it 
shall fall behind some player without his knowing it. Those 
who form the ring look toward the center of the circle. The 
one who runs around with the handkerchief will resort to 
various devices for misleading the others as to where he drops 
it. For instance, he may sometimes quicken his pace suddenly 
after dropping the handkerchief, or at other times maintain 
a steady pace which gives no clew. As soon as a player in the 
circle discovers that the handkerchief has been dropped behind 
him, he must pick it up and as rapidly as possible chase the 
one who dropped it, who may run around the outside of the 
circle or at any point through or across the circle, his object 
being to reach the place left vacant by the one who is chasing 
him. The circle players should lift their hands to allow both 
runners to pass through the circle freely. Whichever player 
reaches the vacant place first stands there, the one left out 
taking the handkerchief for the next game. 

My Lady’s Toilet 1 (6 or more players). — The players are 
all seated except the lady’s maid. She assigns to each the name 
of some article of wearing apparel suitable to take along on a 
journey. The maid says, “My lady is going on a journey and 
she wants her purse.” The purse rises, turns around twice, 
and sits down. Each player does the same when the article 
which she represents is named. When the maid says, “My 
lady wants her trunk,” then all must change places, the maid 
in the meantime trying to get a seat. The player who fails 
to get a seat becomes the maid. If a player fails to rise and 
turn around when the article which she represents is named, 
she must change places with the maid; this is also the result 
if a player gets up at the wrong time. 

Shadow Tag 1 (Playground. 5 or more players).—One 
player is chosen to be “It.” He tries to step on the shadow 
of another player. If he succeeds, he calls the name of the 
1 From Course of Study for Public Schools of Wisconsin. 

26 


player, who then becomes “It.” To prevent his shadow from 
being stepped upon a player when hard pressed may bend in 
various directions or even lie down. 

Good Morning. 1 — Players in a circle. One player goes 
around outside circle and taps another player on the back. 
They run around opposite ways, and on meeting on the other 
side of the circle they must stop and shake hands and bow and 
say “Good morning” three times and then go on in the same 
direction as before. The one reaching the vacant place last 
must be “It” for a new game. 

French Blindman’s Buff. — Many games played in circu¬ 
lar formation are well adapted for a central hall, or a covered 
shed outside on wet days. In a circle, each player has a 
number, say I to 20. In the centre stands a child blindfolded. 
This player calls out any two numbers in the ring, and these 
at once rush across to change places. While doing so, the 
“blind man” tries to catch one of them. If he succeeds, he 
takes the place in the ring of the one caught, while the latter 
is then blindfolded, and the game proceeds. 

Rope Jumping 

A chance for free body control in a large activity. Note 
how children invent exercises. See that none jump too long. 

Individual Rope Jumping, using small rope. 

Individual Rope Jumping when two children swing a long rope. 

This should be free play. About the only need for direction 
is in encouraging some children to take part and others to 
control themselves and not jump too long at a time. Many 
interesting little exercises may be made to add variety to this 
play. 

1 From Course of Study in Physical Training , New Jersey. 


f 


27 


Ball Games 


These test in varied ways the child’s body control plus a 
little extra skill. The following are suitable for boys and girls 
of the age to use this book. 

Catch Ball 
School Ball 
Ring Toss 

Teacher and Class (Ball Games) 

Center Catch Ball 

Catch Ball. — Use a soft ball or bean bag. Children 
stand in rows or in a circle. The leader tosses the ball to each 
in turn, or he tosses it in the air and calls the name or number 
of someone to catch it. The game may be greatly varied. 

School Ball. 1 — Use a soft ball. Count out for turns. 
No. i retains the ball as long as he can catch it in accord with 
the rules. When he misses he must step five paces away and 
let No. 2 throw the ball at his back. If No. 2 misses, he loses 
his turn and gives the ball to No. 3, who proceeds as No. 1. 
(1) Throw up with one hand, catch with both; (2) throw with 
both, catch with both; (3) throw with both, catch with one; 
(4) throw with one, catch with the other; (5) throw to the 
ground and catch on the bounce, in the different ways; (6) bat 
upward before catching; (7) throw upward, and before catch¬ 
ing (a) clap hands, (b) bow once, (c) kneel once, (d) jump in 
the air, (e) jump forward, (f) jump backward, (g) kneel to the 
right, (h) kneel to the left. The game may be greatly varied. 
Use originality. 

Ringtoss. — Rings can easily be made of rattan or rope. 
There should be seven, although three or four will do, the 

1 Johnson’s Education by Plays and Games. 

28 


smallest about eight inches in diameter and the next in size 
just large enough to let the smallest pass through it, and so 
on. The stake may be made by driving a stick tightly into a 
hole bored in the middle of a board sixteen or eighteen inches 
square. The rings should be tossed in order of size, beginning 
with the largest. Ringing the stake with the largest counts 
one, with the second two, and so on. Play individually or by 
sides. 

Balloon Party. — Use colored balloons. Let each child 
blow up and tie his balloon. Have large free space indoors 
or without. Suggest various ways of using the balls, as resting 
it on the back of the hand, arm outstretched, and letting it 
roll down the arm, the child maneuvering in an effort to have 
it pass from the shoulder across the back of neck and down 
the opposite shoulder and arm. Children may hold the ball 
on back of the hand while changing from rising to sitting 
position and vice versa. Of course there are many ways of 
tossing and catching. The variety of colors as these balls float 
in the air is pleasing to the eye, adding greatly to the enjoyment 
of the play. 

Circle Stride Ball. — Modified form. Use large hollow 
rubber ball. Children form a circle, feet wide apart. Thrower 
stands in center with ball, hoping to throw it outside the circle 
between the feet of some child who must jump, bringing feet 
together so that the ball does not pass between them. The 
center player pretends he is going to throw the ball toward 
one child and then suddenly throws it elsewhere. When the 
thrower fails three times successively, he chooses a child to 
take his place. 


29 


Quiet Games 


Do not neglect the quiet play. Occasionally have the chil¬ 
dren come individually and work for two minutes with the 
teacher. Then have a quiet game or two for all. It relaxes 
and makes the schoolroom a more human place. 

Simon Says. 

Beast, Bird, or Fish. 

Prince of Paris. 

Jackstones. 

Bird Catcher. 

Button, Button, who has the Button? 

Mumble the Peg or Knife. 

Grass Blade. 

Checkers. 

Description 

Simon Says (2 to 40 players). —When played in the school¬ 
room the children sit at their desks. Each player makes a 
fist of each hand, with the thumb extended. One is chosen 
leader, and the others follow. The leader says, “Simon says, 
‘Thumbs up!’” then he puts his fists on the desk or table 
before him with the thumbs pointing up. The players must 
all do the same. The leader then says, “Simon says, ‘Thumbs 
down!”’ At this he turns his hands over so that the tips of 
the thumbs touch the table, and the others imitate him. He 
then says, “Simon says, ‘Thumbs wiggle waggle!’” and places 
his fists on the desk and moves the thumbs to and fro sideways, 
and all the players do the same. 

If at any time the leader omits the words “Simon says,” 
and goes through the movements simply with the words 
“Thumbs up!” “Thumbs down!” or “Wiggle waggle!” the 
players must keep their hands still and not imitate his move- 

30 


ments. Any player imitating him at such a time must either 
pay a forfeit or become leader. 

Beast, Bird, or Fish (io to 40 or more players).—The 
players stand or are seated at their desks. The leader stands 
and has in his hand a soft ball made of crushed paper or a 
knotted handkerchief. He throws the ball at one of the 
players and says quickly, “Beast, bird, or fish!” then repeats 
one of these classes and at once counts ten. The player at 
whom the ball has been thrown must name some beast, bird, or 
fish, according to the class named last by the leader. He must 
do this before the leader has finished counting ten. For 
example, the leader may say as he throws, “Beast, bird, or 
fish! — Bird!” Then the player hit by the ball must name a 
bird while the thrower counts ten. He must not name any 
bird previously named in the game. If the player who is hit 
by the ball fails to meet the requirements, he changes places 
with the thrower. If he succeeds, the thrower goes on with the 
game by hitting some other player. 

Another form of this game uses the word “Fire, air, or 
water” for “Beast, bird, or fish,” the players being required 
to name some animal that lives in the air or water when these 
are named, but to keep still when fire is named. 

Prince of Paris 1 (10 to 30 players). —■ A player is chosen 
as leader; the others are numbered consecutively from one up, 
and are all seated. The leader, standing in front, says, “The 
Prince of Paris has lost his hat. Did you find it, Number 
Four, sir?” whereupon Number Four jumps to his feet and 
says: 

“What, sir! I, sir?” 

Leader: “Yes, sir! You, sir!” 

No. Four: “Not I, sir!” 

Leader: “Who, then, sir?” 

No. Four: “Number Seven, sir.” 

1 Bancroft’s Games for Home , Playground , Gymnasium , and School. 


31 


Number Seven, as soon as his number is called, must jump 
at once to his feet and say: 

“What, sir! I, sir?” 

Leader: “Yes, sir! You, sir.” 

No. Seven: “Not I, sir!” 

Leader: “Who then, sir?” 

No. Seven: “Number Three, sir!” 

Number Three immediately jumps to his feet, and the same 
dialogue is repeated. The object of the game is for the leader 
to try to repeat the statement, “The Prince of Paris has lost 
his hat,” before the last player named can jump to his feet and 
say, “What, sir! I, sir?” If he succeeds in doing this, he 
changes places with the player who failed in promptness, that 
player becoming leader. 

Should any player fail to say “Sir” in the proper place, 
this also is a mistake, and the leader may change places with 
such player. 

Jackstones. — This game is played with five pebbles or 
small metal pieces called jackstones. It consists in tossing and 
catching the stones in various ways. They are tossed in the 
air and caught on the back of the hand. One is thrown up 
while the other four are scattered on the ground, the first 
being caught as it descends. This, called the jack, is thrown 
in the air and caught, one stone being picked between each 
toss and catch, until all four are in the hand; this is also 
done with two, with three, and with four. Then the stones 
are laid down in a row and the finger traces in and out among 
them while the jack is in the air. 

Mumble the Peg or Knife. — This game consists in 
throwing a knife in various ways so that the blade will stick 
into the ground, as tossing the knife from the palm, from the 
back of the hand, from closed fingers; by holding the tip of 
the blade, at the same time touching the handle to chin, to 
lips, to nose, to forehead; folding the arms with one hand 
holding the lobe of the ear, throwing over the head, skipping, 


32 


etc. The player who gets through the series first and without 
mistakes wins. The last one through pays a forfeit, which is 
usually pulling a peg out of the ground with the teeth, the 
peg being driven into the ground by a certain number of taps 
of the knife, the number being previously agreed upon. 

Bird Catcher. — The children sit in a circle while one 
stands in the middle. Each takes the name of some bird. 
The leader tells a story, bringing in the names of the birds. 
At the mention of his name each must raise his hands and 
bring them down quickly. When the owl is mentioned all put 
their hands behind their backs, and hold them there until an¬ 
other bird is mentioned. The catcher tries to catch a hand 
whenever one is moved. When a player does the wrong thing, 
or has one of his hands caught, he must change places with 
the one in the center or pay a forfeit. 

Button, Button, Who has the Button? 1 — Have the 
players seated in a circle. One player starts a button (or some 
other small object) around the circle. All players move one 
or both hands rapidly from side to side, so that the player 
who is “It” finds it difficult to locate the button. The player 
having the button when tagged is “It.” A variation of this 
game is to have a long rope upon which a hammock ring (a 
key or some other object) has been strung. This ring is passed 
rapidly from right to left, the tagger trying to locate it. 

1 Stecker’s Games and Dances . 


33 


Singing Games and Folk Dances 

Looby Loo. 

Shoemaker Dance. 

London Bridge. 

Farmer in the Dell. 

Mulberry Bush. 

How d’y do, my Partner? 

Did you Ever See a Lassie? 


The following phonograph records for skipping, leaping, and 
other such play, will be found useful: 

Motive for Skipping, Victrola Record No. 182253. 

Dance of the Fairies, Victrola Record No. 16048. 

Dance of the Wood Nymphs, Victrola Record No. 16891. 

Moment Musical, Victrola Record No. 18216. 


The following phonograph records provide music for singing 
games and folk dances. 


Did you Ever See a Lassie? — Stecher 
How d’y do my Partner? — Swedish 
Muffin Man — Hofer 
Let us Chase the Squirrel — Preston 
Jolly is the Miller. 

Looby Loo — Hofer 
Oats, Peas, Beans and Barley Grow — 

The Needle’s Eye 
London Bridge 

Mulberry Bush (Sousa’s Band) 

Round and Round the Village (Sousa’s Band) 
Shoemaker— Danish, Victor Record No. 17084. 


Victor Record No. 17568. 


Hofer 


Victor Record No. 17567. 


Victor Record No. 


17104. 


Looby Loo. — It has been said that Looby Loo — a very 
old English game — is a relic of the “Saturday night bath.” 
Possibly the water is too hot— or more likely it was too cold, 
in the old days. 

So we put in one hand, only to withdraw it immediately. 
We try the other hand; then each foot. It is a little easier 


34 




when we try with the head, so then we just “put our whole 
selves in” — a proper end for a “Saturday night bath.” 

Looby Lou 




1. Here we dance looby loo, 

2. Here we dance looby light, 

3. Here we dance looby loo, 

4. All on a Saturday night. 

5. I put my right hand in, 

6. I put my right hand out, 

7. I give my right hand a shake, shake, shake, 

8. And turn myself about. 

5. I put my left hand in, etc. 

5. I put my right foot in, etc. 

5. I put my left foot in, etc. 

5. I put my hand ’way in, etc. 

5. I put my whole self in, etc. 

The lines of stanza are numbered to correspond to the numbers between 
the lines of music above. These indicate the music for each line. 

35 



















































































Children form circle. Join hands. 

Sing chorus, and skip. 

Sing the verses — carry out action with vigor and good fun. 

In turning about, let go of hands, each put his own hands 
on hips and turn about in place in four running steps. 

All carry out action, exactly together. 

The interest grows until at the singing of the last stanza, 
the children jump in, and jump out, and shake the whole body 
vigorously. 

Shoemaker Dance. —The shoemaker dance gives the 
children a chance to “play we are shoemakers.” The old 
fellow winds his thread, he waxes it, — sometimes over his 
knee, — and hammers in the pegs. At last, after much wind¬ 
ing and pulling the thread, the shoe is done, and he claps his 
hands and skips for joy. 


The Shoemaker 

! 


— i « 1—1 

0 L 

E E 0 <t 

4B m 

II 


0 r 1 

L r r 

W W M 

’ll 


! JL 1 

1 J . 1 

J_llJ 

M: — -r • • 

- 


L— r-- 

-u 


5 6 7 ... 8 ... D.C. 

-E~ HP- -P- -•* 


1 3 r 0 0 0 _ E 0 L 0. L _ 1 

n — r r r 

0 0 

r j □ r ? i 

1. X-^r- 

0 


1 







Form double circle, partners face each other. 

Measures 1-2. — Clinch hands, hold them almost level with 
the chin, roll one arm around the other three times in one 
direction and three times in reverse. 

36 





























































Measure 3. — Hands apart, with bent elbows jerk arms 
back twice. 

Measure 4. — Clap, clap, clap. 

Repeat measures 1-3. 

Repeat measure 4, this time hammering as shown in the 
illustration. 

Measures 5-8. —Take partner’s inside hand, put outside 
hand on hip, and skip about the circle. 

Repeat the whole. 

Directions for the other folk dances named above are found 
in several books, among them the Song Play Book , by Cramp- 
ton and Wollaston. 

In addition to teaching the best liked old folk form dances, 
it is well to have music of marches, runs, skips, leaps, and gallops 
to use for impromptu play. Large numbers can take part if 
there is free space with little directing needed. The music 
dramatic game built upon the familiar Mother Goose and fairy 
stories offers another kind of expression for the child. Two 
books will aid the teacher in carrying out the suggestions in 
this paragraph — Caroline Crawford’s Choice Rhythms for Youth¬ 
ful Dancers and Dramatic Games and Dances for Little Children , 
published by Barnes & Co. Victrola records serve a good 
purpose in connection with this kind of play. The following 
are suggestive: Run, Run, Run, with three other appropriate 
pieces—Victor record No. 20162. Motive for Skipping— 
Victor record No. 20736. Moment Musical — Victor record 
No. 1143. 


37 


Music Appreciation 

Music for Intelligent , Quiet Listening 

Suggest to the children that music says different things. 
Sometimes it says sleep , sometimes play , sometimes church , 
and so on. Tell them to listen to what it says. Encourage 
them from time to time to listen to the whole selection, then 
to separate parts. 

Viola and violin. 

j Rock-a-bye Baby j 

Lullabies^ Sweet and Low >>Victor record No. 20174. 

(_ Lullaby (Brahms) J 

Minuet Gavotte (Paderewski) Victor record No. 20164. 

Old Melodies 1 

Melody in F (Rubenstein) ^Victor record No. 1178. 

Traumerei (Schumann) J 

Moment Musical (Schubert) Victor record No. 1143. 

Mazurka (Ganne) — Victor record No. 20340. 


38 


Stories to Tell Children 


Frequently read or tell the children a story. Give them 
another if they want it. Forget all the cares of the day and 
enjoy the story with them. The following short list is sug¬ 
gested; school courses of study name many others that are 
appropriate for primary grades. 

Stories to Tell. 

Cinderella — Fairy Tales, Pauline Potter. 

Chicken Little — Fairy Tales, Jacobs. 

Pig Brother — Stories to Tell Children, Bryant. 

The Golden Windows — Stories, Laura Richards. 

Dogs and Kitty Cats — Stories to Tell Children, Bryant. 

Epaminondas — Stories to Tell Children, Bryant. 

Little Red Riding Hood — Fairy Tales, Jacobs. 

How the Elephant Got his Trunk — Just So Stories, Kipling. 

The Bear Story — Rhymes of Childhood, Riley. 

Poems to Read. 

The Wind, Stevenson. 

The Friendly Cow, Stevenson. 

The Swing, Stevenson. 

My Shadow, Stevenson. 

Windy Nights, Stevenson. 

Bed in Summer, Stevenson. 

The Nine Little Goblins. 

Extremes. 

A Pocket Handkerchief, Rossetti. 

Who has Seen the Wind? Rossetti. 

What Does Little Birdie Say? Tennyson. 

I Keep Six Honest Serving Men, Kipling. 

Christmas Morning, Eugene Field. 

Poems for Children to Read 

Christmas Eve, Eugene Field. 

The Land of Counterpane, Stevenson. 

39 


Boats Sail on the Rivers, Rossetti. 

A masque of the Seasons, Riley. 

The Raggedy Man, Riley. 

Daisies, Frank D. Sherman. 

October, Katherine Pyle. 

Other Recreation Interests. 

Building with Blocks. 

Drawing and Painting. 

Cutting and Pasting. 

Whittling. 

Working Puzzles. — A number of interesting kinds of puzzles 
are to be found in toy departments of stores. Wisely chosen, 
these offer entertaining and sometimes instructive occupation 
such as fitting together pieces to form a map or pictures. 

Outdoor life — as walks; observations of plants and wild 
life; visiting a playmate to see a new pet; or a flower garden; 
and planting seeds and tending the young plants. 


40 


Educating the Special Senses through Play 

In this play see that there are no distractions from sur¬ 
roundings and that the children do not feel strained in doing 
the exercises. Make it really play. Try some of the exercises 
and study the responses the children make. Then modify the 
games to suit their abilities and interests. Make the play 
harder as they improve. Aim to keep the children interested 
in their progress. 

Exercises 


Simple 

I. Child looks at six articles and 
calls their names; then turns eyes 
away and repeats the names of 
all he remembers. 


4. Child looks at six blocks of same 
size, but different colors, turns his 
eyes away and tells how many 
there are of each color. 

6. Leader writes familiar word on 
board, erases at once; child tells 
what it was; makes a contest 
game by seeing how many of ten 
words are called correctly thus. 


More Difficult 

2. Same, except child does not call 
the names at first. Use a differ¬ 
ent set of articles. 

3. Same as No. 2, except child looks 
for shorter time. Objects used 
must be different for each exer¬ 
cise. 

5. Same as No. 4, except child looks 
for shorter time. Different colors 
are used so he may not depend on 
memory of previous exercise. 

7. Same as No. 6, except easy 
phrases are written instead of 
words. 

8. Same as No. 6, except names of 
colors are written and child, in¬ 
stead of telling what the word 
is, names something in the room 
of that color. 

9. Same as No. 8, except child names 
something that is always or usu~ 
ally of the color written. 


41 


Sight — (continued) 

Simple More Difficult 

Example: Teacher writes white 
and erases. Child says snow. 
II. Same as No. io, except child 
gives the sum. 


io. Leader writes two figures on the 
board, one above the other, 
erases, child names the figures. 

13. Child is blindfolded. Two or 
three children leave the room. 
Blindfold removed and child tells 
who are gone. 


16. Child sorts colors, putting same 
shades together. 


12. Same as No. 10, except child 
writes the sum. 

14. Same as No. 13, except child tells 
colors of clothing the absent 
children wear. 

15. Same as No. 14, exdept child 
also tells who of the three 
absent ones is tallest. 


Simple 


Hearing 


More Difficult 


1. Child blindfolded. Leader drops 
nails in tin cup. Child tells how 
many. 


4. Leader drops large and small 
marbles. Child tells by sound 
how many were large and how 
many small. 

6. Leader pours pebbles in one cup, 
grains of corn in another. Child 
tells which is which by sound. 


9. Child listens to middle C and the 
C an octave above and an octave 
below, played on piano. Then 


2. Same as No. 1, except leader 
drops three or four nails, then 
waits an interval and drops two 
or three. 

3. Same as No. 2, except leader 
drops the nails faster. 

5. Same as No. 4, except marbles 
are dropped faster. 

7. Same as No. 6, except leader 
pours four times, and child tells 
how many times were pebbles 
and how many times were corn. 

8. Same as No. 6, except leader 
shakes a handful of pebbles and 
of corn alternately in tin can. 

10. Same as No. 9, except child is 
blindfolded while one of three 
children gives the pitch of C 


42 


Hearing 

Simple 

leader sounds one pitch of C and 
then another. Child tells when 
high, low , and middle. 

11. Different children imitate notes 
of birds while the others tell what 
bird it is. 

12. Child is blindfolded and responds 
to other children who say “ good 
morning” to him, by saying 
“good morning,” and adding the 
child’s name. 

14. Children listen to different musi¬ 
cal instruments and distinguish 
by sound. 

15. Children stand out in the open 
and count the different sounds 
they hear. 


18. Children listen for bird calls and 
tell how frequently they hear 
them, and when they hear three 
or more at once. 

19. Leader speaks one letter three 
times, another twice, another 
once. Child tells how many times 
each letter was called. 


22. Three children stand at different 
distances away from blindfolded 
child and bounce ball as leader 
indicates. Blindfolded child 
points to direction ball is being 
bounced. 

23. Children hear music of 2/4, 3/4, 
4/4, and 6/8 time and skip to it. 


(continued) 

More Difficult 

indicated by teacher. Blind¬ 
folded child names the pitch 
and tells who made it. 


13. Same as No. 12, except children 
try to change their voices so 
blindfolded child can not guess. 


16. Children tell how many sounds 
were heard and what they were. 

17. Children discover what special 
sounds are heard in the morning, 
at noon, at night, about their 
respective homes. 


20. Child writes letters in the order 
named. 


21. Teacher changes order, calling 
first one of the three letters and 
then another, as agf; f g g; or 
gfg, g f a - Child writes in the 
order given. 


43 


Touch 


Simple 

I. Blindfolded child picks first one 
and then another of two sizes of 
blocks, and tells when he holds 
larger and smaller. 

3„ Child blindfolded feels of two 
sticks, one at a time, and then 
tells how much longer one is than 
the other. 

4. Child blindfolded tells when cubi¬ 
cal blocks are square or oblong. 


6. Child blindfolded feels of three 
different grades of corn meal 
bran and tells which is coarsest. 

7. Child blindfolded names raw 
vegetables and fruits such as 
potato, turnip, apple, pear, by 
touch. 

3 . Child blindfolded fits animal 
forms into a board of patterns 
fitting the forms. 

10. Child blindfolded takes a folded 
handkerchief, unfolds it and folds- 
it back as it was. 

12. Child blindfolded sorts six pieces 
of cloth which are two of a kind 
into like pairs. 

14. Child blindfolded unlaces and 
then laces another child’s shoes. 

16. Child blindfolded feels of play¬ 
mate’s face and calls the name 
of the child. 

17 Blindfolded child is led about 
the room. He names every object 
he touches. Game is to name 
each as rapidly as he can. 


More Difficult 

2. When there are three sizes of 
blocks, child tells which he holds 
— smallest, largest, or middle size. 


5. Child draws line to show length 
of one side of a square cube that 
he has been holding. 


9. Child races to see how rapidly 
he can do exercise No. 8. 

11. Child sees if he can do exercise 
No. 10 correctly four times in 
quick succession. 

13. Child finds the six silk pieces 
among 12 pieces of other kinds 
of cloth. 

15. Child does exercise No. 14 for 
speed. 


18. Exercise No. 16 made more 
difficult by unusual things being 
placed where the child will touch 
them. 


44 


Playground Equipment for Small Children 

Game Supplies. — Bean bags, medicine ball, jumping ropes, 
hoops, marbles, soft ball. 

Other Equipment. — 

Packing boxes from which a village is built. 

Scaffolds to climb upon and play. 

Mocks and Toys — Floor animals, railroad tracks and cars, 
wagons. 

Carpenter tools. 

Garden tools. 

Outdoor sand box. 

Indoor sand box. 

Things to use in playing house, in keeping store, in keeping 
school. 

Wading pools. 

Shade trees or canvas for shades. 

Teeter boards. 

Slides. 

Giant strides. 

Jumping pit filled with sand. 

Swings. 


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